Anti-Indigenous Racism Workshop Series
Overview
First Nations, Inuit, and Métis peoples continue to be negatively impacted by racism and are significantly underrepresented in higher education across Turtle Island. One of the main institutions that perpetuates racism towards Indigenous peoples is education and is a barrier they continue to face. This is concerning and as Canadian universities and colleges respond to reconciliation, there is an urgent need to address racism and strategically move into potential solutions to address this barrier for Indigenous peoples. Removing the barrier of racism is needed to increasing and empowering recruitment, retention, and achievement for Indigenous peoples in higher education.
The Anti-Indigenous Racism Workshop is a step in addressing this barrier while establishing a welcoming, inclusive, and culturally safe campus community for Indigenous peoples.
Workshops are capped at 40 registrants and take place over two half-day sessions.
Day 1
The first session will explore:
- Historical Racism
- Systemic Racism
Day 2
The second session will explore:
- Personal Stories of Racism
- Allyship and Being a Good Relative
Contact info
Gerald Ratt/Ai’ssoo, B.A., M.A.
Specialist, Indigenous Intercultural Initiatives (Indigenous Engagement)
ݮƵ
gerald.ratt@ucalgary.ca
Workshop cost
The Anti-Indigenous Racism Workshop is free to attend.
Workshop dates
The following sessions are open to the public.
What you'll learn
The Anti-Indigenous Racism Workshop Series is built around these four videos.
More information
Led by the Office of Indigenous Engagement and in collaboration with the Taylor Institute for Teaching and Learning. Special acknowledgments to Dr. Gabrielle Lindstrom and Dr. Michael Hart.
- Participants will develop an understanding of Indigenous‐Settler relations in Canada with a focus on southern Alberta. This objective will address the historical context and how theearly contacts between Indigenous peoples, non‐Indigenous people, and Canadian laws and policies created an unequal relationship that leads to the oppression of Indigenous peoples. Also, it will provide an understanding of how a system of colonial oppression was established.
- Participants will develop a foundational understanding of key concepts, including stereotypes, implicit bias, discrimination, prejudice, and racism. This objective will address the conceptual and practical understanding of these concepts
- Participants will be able to identify practical examples of how the key concepts addressed in objective 2 were implemented in North America and in Canada. This objective will focus on relating the key concepts to historical experiences of Indigenous peoples with non‐Indigenous people and Canadian laws and policies.
- Participants will be able to explain how the key concepts in objective 2 relate to peoples' recent and current experiences. It will focus on practical experiences between Indigenous people with non‐Indigenous peoples, and Canadian Law and policies.
- Participants will be able to identify ways to counter stereotypes, oppressive discrimination, implicit bias, and racism.This objective will focus on peoples’ practicalexamples of anti‐oppressive and anti‐racist experiences and how to develop these skills in a conscious and impactful manner.
24. We call upon medical and nursing schools in Canada to require all students to take a course dealing with Aboriginal health issues, including the history and legacy of residential schools, the United Nations Declaration on the Rights of Indigenous Peoples, Treaties and Aboriginal rights, and Indigenous teachings and practices. This will require skills-based training in intercultural competency, conflict resolution, human rights, and anti-racism.
28. We Call upon law schools in Canada to require all law students to take a course in Aboriginal people and the law, which includes the history and legacy of residential schools, the United Nations Declaration on Rights of Indigenous Peoples, Treaties and Aboriginal rights, Indigenous law, and Aboriginal-Crown relations. This will require skills-based training in intercultural competency. conflict resolution, human rights, and anti-racism
57. We call upon federal, provincial, territorial, and municipal governments to provide education to public servants on the history of Aboriginal peoples, including the history and legacy of residential schools, the United Nations Declaration on the Rights of Indigenous Peoples, Treaties and Aboriginal rights, Indigenous law, and Aboriginal–Crown relations. This will require skills- based training in intercultural competency, conflict resolution, human rights, and anti-racism.
Books:
- Unsettling the Settler Within, Paulette Regan
- White Fragility, Robin J. DiAngelo
- Colonized Classrooms, Sheila Cote-Meek
- 21 things you may not know about the Indian Act, Bob Joseph
Additional books to be added